Grade 7:

Curriculum Map
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 GRADE 7
Curriculum Map

These grades 6–8 curriculum modules are designed to address CCSS ELA outcomes during a 45-minute English Language Arts block. The overarching focus for all modules
is on building students’ literacy skills as they develop knowledge about the world.

Taken as a whole, these modules are designed to give teachers concrete strategies to address the “instructional shifts” required by the CCSS.

Structure of a Module

• Each module provides eight weeks of instruction, broken into three shorter units. Each module includes seven assessments:
– Six unit-level assessments that almost always are on-demand: students’ independent work on a reading, writing, speaking, or listening task.
– One final performance task that is a more supported project, often involving research.

Structure of a Year of Instruction

• There are six modules per grade level.

• Of these six modules, teachers would teach four: Module 1, followed by either Module 2A or 2B, then either 3A or 3B, then Module 4.
• Teachers should begin the year with Module 1, which lays the foundation for both teachers and students regarding instructional routines.
• For Modules 2 and 3, option B formally assesses all standards formally assessed in Option A (and possibly some additional standards as well).

How to Read This Document

The purpose of this document is to provide a high-level summary of each module and name the standards formally assessed in each module.
• Module focus: Read this first. The “focus” is the same across the grades 3-5 band and signals the progression of literacy skills
across the year as well as alignment to the CCSS instructional shifts.
• Module title: This signals the topic students will be learning about (often connected to social studies or science) and aligns with Instructional Shift #1,
building knowledge through content-rich nonfiction.
• Description: These three or four sentences tell the basic “story” of the eight-week arc of instruction: the literacy skills, content knowledge, and central text.
• Texts: This lists texts that all students read. The text in bold is the extended text for a given module: the text(s) with which students spend the most time. Remember
that texts can be complex based on both qualitative and quantitative measures. Texts are listed in order from most quantitatively complex (based on Lexile® measure) to
least quantitatively complex. Texts near the bottom of the list are often complex in ways other than Lexile. Within a given module, the list shows the wide variety of texts

© 2013 Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014• 1
 GRADE 7
Curriculum Map

students read as they build knowledge about a topic. This aligns with Instructional Shift #1, building knowledge through content-rich nonfiction. For a procurement list
that specifics texts that need to be purchased for use with the curriculum, go to commoncoresuccess.elschools.org or EngageNY.org and search for the document “Trade
Books and Other Resources.”
• Final Performance Task: This is a culminating project, which takes place during Unit 3 of every module. Performance tasks are designed to help students synthesize
and apply their learning from the module in an engaging and authentic way. Performance tasks are developed using the writing process, are scaffolded, and almost
always include peer critique and revision. Performance tasks are not “on-demand” assessments. (Note: The end of Unit 3 assessment often addresses key components
of the performance task.)
• Unit-Level Assessments
– Each unit includes two assessments, most of which are “on-demand” (i.e., show what you know/can do on your own).
– Mid-unit assessments typically, though not always, are reading assessments: text-based answers.
– End of unit assessments typically, though not always, are writing assessments: writing from sources.
– Most assessments have a heavy emphasis on academic vocabulary, particularly determining words in context.
– Assessments are designed to be curriculum-embedded opportunities to practice the types of skills needed on state assessments.
– The curriculum map below lists the title of each assessment, the standards assessed, and the assessment format.
– Selected response (multiple-choice questions)
– Short constructed-response (short-answer questions of the type that is scored using the New York State 2-point rubric)
– Extended response (longer writing or essays of the type that is scored using the New York State 4-point rubric) (either on-demand or supported)
– Speaking and listening (discussion or oral presentation)
– Scaffolded essay (involving planning, drafting, and revision)
• Standards: In each module, the standards formally assessed are indicated with a check mark; see details below.

Note: For seventh grade specifically, two options for Module 4 are available: 7M4A: (“Screen Time and the Developing Brain”) and 7M4B: “Water Is Life”. Only one option
for Module 3 is available at this grade level (“The People Could Fly”).

© 2013 Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014• 2

Module 1
Focus Reading Closely and Writing
to Learn
Module Title Journeys and Survival
Description Students explore the
experiences of people of
Southern Sudan during and
after the Second Sudanese
Civil War. They build
proficiency in using textual
evidence to support ideas in
their writing, both in shorter
responses and in an
extended essay. They read A
Long Walk to Water,
analyzing the points of view
of the central characters,
Salva and Nya. Students
focus on one key theme: how
individuals survive in
challenging environments.
The novel is paired with
complex informational texts
on Sudan. Students then
combine research about
Sudan with quotes the novel
and craft a research- based
two-voice poem.
© 2013 Expeditionary Learning, New York, NY. All Rights Reserved.
Module 2A
Working with Evidence
Working Conditions
Students explore the issue of
working conditions,
historical and modern-day.
They analyze how people,
settings, and events interact
in literary and informational
texts. Students first focus on
Lyddie (about a girl who
works in the Lowell mills);
they write an argument essay
about Lyddie’s choices
around joining a protest over
working conditions. Then
they read a speech by César
Chávez (tracing how the
sections of the text combine
to build central claims) as
they consider the role that
workers, the government,
and consumers play in
improving working
conditions. Finally, a short
research project explores
how businesses can affect
working conditions.
As a final performance task,
students create a guide to
working conditions in the
garment industry.
Module 2B
Working with Evidence
(Drama)
Identify and
Transformation: Then and
Now
Students explore the concept
of personal identity
formation and
transformation in both
historical and modern-day
societies. They read first-
person narratives that focus
on various social
identifiers—from race to
gender to socioeconomic
status—and they also read
informational text in order
to frame their understanding
of what identity means.
Students closely read
Pygmalion and further
explore the identity
transformation of the play’s
main character, Eliza
Doolittle. To conclude the
module students analyze the
impact of gender roles and
stereotypes in personal
identity development as
influenced by the media and
advertising in order to create
a “counter ad” that does not
rely on gender-specific
stereotypes.
Module 3
Understanding Perspectives
Slavery: The People Could Fly
This module focuses on the
autobiography of Frederick
Douglass, with specific
attention to understanding
how he uses language in
powerful ways and how he
tells his story in order to serve
his purpose of working to
abolish slavery. Students
begin by building background
knowledge about Douglass
and his historical context.
They then read closely key
excerpts from his Narrative,
focusing on his message as
well as the author’s craft.
Finally, they select one
episode from the Narrative
and rewrite it as a children’s
story, using Frederick
Douglass: The Last Day of
Slavery as a mentor text.
NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014•
Module 4A
Reading and Research
Screen Time and the
Developing Brain
Students explore
adolescent brain
development and the
effects of entertainment
screen time on the brain.
Students read
informational texts to build
background knowledge
about adolescent brain
development in general.
Then they begin to focus on
the issue of screen time and
how it may affect
teenagers. Students
evaluate the soundness of
reasoning and the
sufficiency and relevancy of
evidence in argument texts
and media. They dive
deeper into first the
potential benefits and then
the potential risks of screen
time by participating in a
robust research project.
Students finish the module
by writing a position paper,
and creating a visual
representation of their
paper.
GRADE 7
Curriculum Map
Module 4B
Reading and Research
Water Is Life
Students explore water
sustainability, fresh water
management. They read
“Water is Life” and excerpts
from The Big Thirst to build
background knowledge
about water sustainability
and water management.
Then they engage in a robust
research project to
investigate the agricultural
and industrial water
management and use an
evidence-based decision-
making process to take a
position. Finally, they write a
position paper addressing
the question: Which
category of water
management, agricultural or
industrial, would be a good
place to begin to improve
our use of fresh water?
3
 GRADE 7
Curriculum Map

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

Texts • A Long Walk to Water,
(central Linda Sue Park (RL, 720L)
text(s) in • “Loss of Culturally Vital
1
bold) Cattle Leaves Dinka Tribe
Adrift in Refugee Camps,”
Stephen Buckley (RI, 1110L)
• Water for South Sudan,
http://www.waterforsouths
udan.org (RI, 1090L)
• “Sudanese Tribes Confront
Modern War,” Karl Vick
(RI, 1060L)
• “Author’s Note,” A Long
Walk to Water,” Linda Sue
Park (RI, 1030L)
• “Time Trip” excerpt from
“Life and Death in Darfur:
Sudan’s Refugee Crisis
Continues,” Current Events
(RI, 970L)
• Lyddie, Katherine
Patterson (RL, 860L)
• Harvesting Hope: The Story
of Cesar Chavez, Kathleen
Krull (RL, NL)
• “In China, Human Costs Are
Built into an iPad,” Charles
Duhigg and David Barboza,
The New York Times
(RI, 1430L)
• “An Apparel Factory Defies
Sweatshop Label, but Can It
Thrive?” Steven
Greenhouse, The New York
Times (RI, 1320L)
• “Are Your Clothes Made in
Sweatshops?” Oxfam
Australia
https://www.oxfam.org.au/
explore/workers-rights/are-
your-clothes-made-in-
sweatshops/. (RI, 1220L)
• “Common-wealth Club
Address,” César Chávez
(RI, 1155L)
• “Ethical Style: How Is My T-
Shirt Made?” Tabea Kay
(RI, 1080L)
• “Statement at Pacific
Lutheran University,” César
Chávez (RI Speech,)
• Pygmalion, George
Bernard Shaw (RL, NP)
• Nadia’s Hands, Karen
English (RL, NL)
• Not Much, Just Chillin: The
Hidden Lives of Middle
Schoolers, Linda Perlstein
(RI, NL)
• “Key Questions to Ask When
Analyzing Media Messages,”
National Association for
Media Literacy Education
(RI, NL)
• “Team Players,” Erika
Packard, in Monitor (Vol.
37, Issue 8), September
2006. (RI, NL)
• Julianne Micoleta,
“Generation Z Teens
Stereotyped as ‘Lazy and
Unaware,’” Huffington Post,
March 2012. (RI, 1690L)
• “Teen Slang: What’s, like, so
wrong with like?” Denise
Winterman (RI, 1620L)
• “Study: Employment Ads
Perpetuate Traditional
Roles,” Duke Today (RI,
1410L)
• “Truth in Advertising?”
Stephanie Clifford (RI,
1290L)
• “We Wear the Mask,” Paul • “The Many Benefits, for • “Beyond Thirst: The
Laurence Dunbar Kids, of Playing Video Global Water Crisis,”
(RL poem, NL) Games,” Peter Gray (RI, Kathiann M. Kowalski
• “Slaveship,” Lucille Clifton NL) (RI, NL)
(RL poem, NL) • “Policy Statement: • The Big Thirst,
• “Introduction to Poetry,” Children, Adolescents, Charles Fishman (RI,
Billy Collins (RI, NL) and the Media,” Victor 1260L)
C. Strasburger and • “Water Is Life,”
• “Harriet Tubman,” Eloise
Marjorie J. Hogan (RI, Barbara Kingsolver (RI,
Greenfield (RL poem, NL)
1820L) 1165L)
• “Black Woman,” Georgia
• “Growing Up • “New York bottled
Douglas Johnson
Digital,” Matt Richtel water ban” (video)
(RL poem, NL)
(RI, 1660L) http://www.riverkeeper.o
• “The Negro Speaks of
• “The Digital Revolution rg/campaigns/tapwater/
Rivers,” Langston Hughes
and Adolescent Brain • “Why Care about
(RL poem, NL)
Evolution,” Jay N. Water?” National
• “If We Must Die,” Claude
Giedd, M.D. (RI, 1630L) Geographic (video)
McKay (RL poem, NL)
• “Video Games Benefit http://video.nationalgeog
• The People Could Fly,
Children, Study Finds.” raphic.com/video/enviro
picture book edition,
Queensland University nment/freshwater/env-
Virginia Hamilton (RL,
of Technology (RI, freshwater-whycare/
660L) (recommended, not
1580L) • “Charles Fishman: Why
required; teacher copy only)
• “Why Facebook Could College Students
• Narrative of the Life of
Actually Be Good for Should Start Paying
Frederick Douglass, an
Your Mental Health,” Sy Attention to Water”
American Slave,
Mukherjee (RI, 1470L) (video)
Frederick Douglass
• “Guest Opinion: Step http://www.youtube.com
(RI, 1080L; excerpts)
Away from the Screen,” /watch?v=XM7S0_Qi3B
• “Renaissance man,” Scott 4
Margaret Desler, M.D.
Kirkwood, adapted by
(RI, 1310L)
Expeditionary Learning
(RI, 1060L)

1 Texts listed in order of informational text first, then literature; both categories shown from most to least quantitatively complex (based on Lexile®).
© 2013 Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014• 4

Module 1 Module 2A Module 2B
• “The Wrath of Grapes,” • “Images of Men in
César Chávez (RI Speech) Advertising,” Tom
Yakanama (RI, 1290L)
• “Men Are Becoming the Ad
Target of the Gender Sneer,”
Courtney Kane (RI, 1280L)
• “Guys and Dolls No More?”
Elizabeth Sweet (RI, 1230L)
• “Geena Davis, Media
Equalizer,” New Moon Girls
Magazine (RI, 1210L)
• “Cover Girl Culture,”
Melanie Deziel (RI, 1190L)
• “Women and Urban Life in
Victorian Britain,” Lynda
Nead (RI, 1120L)
• “The Border,” in Red:
Teenage Girls of America
Write on What Fires Up
Their Lives Today, Cindy
Morand (RI, 1020L)
• “My Own True Name,”
Diane Gonzales Bertrand
(RI, 1010L)
• Victorian Women: Not What
You Might Think, Gina Zorzi
Cline (RI, 1000L)
• “Why Couldn’t Snow White
Be Chinese?” Grace Lin (RI,
860L)
• “Is Money Affecting Your
Social Status?” Reniqua
Allen (RI, 860L)
© 2013 Expeditionary Learning, New York, NY. All Rights Reserved.
Module 3
• Texts from Freedom: A
History of US Webisode 5,
PBS (RI, 970L)
• Frederick Douglass: The
Last Day of Slavery,
William Miller and Cedric
Lewis (RI, 760L)
(recommended, not
required; teacher copy only)
NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014•
GRADE 7
Curriculum Map
Module 4A Module 4B
• “Beyond the Brain,” • “Charles Fishman: The
David Brooks (RI, Water Crisis Isn’t
1260L) Global. It’s Local”
• “What’s Going On in (video)
Your Brain?” Linda http://www.youtube.co
Bernstein (RI, 1180L) m/watch?v=lZxVyIiPDs
A
• “Can You Unplug for 24
Hours?” Heidi St. Clair • “The Future of Water”
(RI, 1140L) (video)
http://www.youtube.co
• “What You Should
m/watch?v=-
Know about Your
qpbWZRC_dw
Brain,” Judy Willis (RI,
1120L) • “Charles Fishman:
Corporations Need to
• “You Trouble,” Justin
Pay More Attention to
O’Neill (RI, 1080L)
Water” (video)
• “Teens and Decision
http://www.youtube.co
Making: What Brain
m/watch?v=8uWzIDM
Science Reveals,”
uM_U
Scholastic Inc. and
National Institute on
Drug Abuse (RI, 1060L)
• “Attached to
Technology and Paying
a Price,” Matt Richtel
(RI, 980L)
• “Is Google Making Us
Stupid?” Nicholas Carr
and Peter Norvig (RI,
960L)
• “The Teen Brain: It’s
Just Not Grown Up
Yet,” 2. Richard Knox
(RI, 940)
5
 GRADE 7
Curriculum Map

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

• “Nicholas Carr’s ‘The

Shallows: What the
Internet is Doing to Our
Brains,” Jeffrey Brown,
Nicholas Carr, and
Mathew Kielty (video)

Lexile® Common Core Band Level Text Difficulty Ranges for Grades 6–8 2: 925–1185L

Performance Research-Based Two-Voice
Task Poem (RL.7.6, RL.7.11, W.7.3a,
W.7.3d, W.7.4, W.7.5, W.7.8,
W.7.9, L.7.1, and L.7.2)
research poetry
Consumer’s Guide to Working
Conditions in the Garment
Industry (W.7.2a, b, d, f,
W.7.4, W.7.6, W.7.7, W.7.8,
L.7.3, and L.7.6)
brochure
Advertisement Analysis and
“Counter-Ad” (W.7.2a, b, d, f,
W.7.4, W.7.6, W.7.7, W.7.8,
L.7.3, and L.7.6) analysis and
printed/electronic ad
Children’s Book to Retell an
Episode from Narrative of the
Life of Frederick Douglass
(with author’s note)
(W.7.3, W.7.4, W.7.5, W.7.9,
W.7.11,,L.7.1, L.7.2,,L.7.3, and
L.7.6)
scaffolded narrative
Visual Representation of Visual Representation of
Position Paper (RI.7.1, Position Paper (RI.7.1,
W.7.1, W.7.4, and L.7.6) W.7.1, W.7.4, W.7.5, and
visual representation L.7.6) visual
representation

2 SupplementalInformation for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity
http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf
© 2013 Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014• 6

Unit-Level Assessments (ELA CCSS)
Module 1
Mid-Unit 1 Identifying Perspective and
Using Evidence from A
Long Walk to Water
(Chapter 5)
(RL.7.1 and RL.7.6)
graphic organizer and
selected response
End of Unit 1 Identifying Perspective and
Using Evidence from
Informational Texts about
the Dinka and Nuer Tribes
(RI.7.1, W.7.4, W.7.9, and
W.7.9b)
selected response and
short constructed response
Mid-Unit 2 Comparing “Water for
Sudan” and A Long
Walk to Water (RL.7.1,
RL.7.9, RI.7.1)
short constructed response
and extended response
End of Unit 2 Literary Analysis—Writing
about the Theme of
Survival (RL.7.1, RL.7.2,
W.7.2, W.7.4, W.7.8,
W.7.9a, L.7.1, L.7.2, and
L.7.6)
scaffolded essay
© 2013 Expeditionary Learning, New York, NY. All Rights Reserved.
Module 2A Module 2B
How Working Conditions Evidence, Ideas, and
Affected Lyddie Interactions: “Why
(RL.7.1 and RL.7.3)
Couldn’t Snow White Be
selected response and
short constructed response Chinese?”
(RI.7.1, RI.7.2, and RI.7.3)
short constructed response
Argument Essay about Claims, Interactions and
Lyddie (RL.7.1, RL.7.3, Text Structure: “Is Money
W.7.1, W.7.9, W.7.9a;
Affecting Your Social
W.7.5, L.7.1, and L.7.2)
scaffolded essay Status?”
(RI.7.1, RI.7.2, RI.7.3, and
RI.7.5) short constructed
response
How Chávez Develops His Using Evidence, Theme,
Claims in the and Inference to Analyze
Commonwealth Club
an Unseen Passage in
Address (RI.7.1, RI.7.2,
RI.7.3, RI.7.5) Pygmalion
selected response (RL.7.1, RI.7.3, and L.7.4.)
selected response and
short constructed response
Analyzing the Structure of Argumentative Essay:
Chávez’s “Wrath of Grapes” Eliza’s Changes
Speech (RI.7.1, RI.7.2,
(RL.7.1, RL.7.3, W.7.1,
RI.7.3, and RI.75)
W.7.4, W.7.9, L.7.1, L.7.2,
selected response and
and W.7.5.)
short constructed response
scaffolded essay
Module 3
Using Evidence to Support
Analysis: “Frederick
Douglass” (RI.7.1)
short constructed response
Reading Poetry: Analyzing
Structure and Language in
“We Wear the Mask”:
(RL.7.4, RL.7.5, and L.7.5a)
selected response and
short constructed response
Analyzing Stories:
Comparing Written and
Oral Stories, and Analyzing
Purpose and Craft in
Douglass’s Narrative (Part
1: RL.7.1, RL.7.7; Part 2:
RI.7.1, RI.7.4, RI.7.6, L.7.4,
L.7.4a, L.7.4b, L.7.5b, c)
selected response and
short constructed response
Essay: Analyzing
Douglass’s Position
in Narrative of the Life of
Frederick Douglass
(W.7.2, W.7.4, W.7.9b,
RI.7.1, RI.7.2, and RI.7.6)
on-demand essay
NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014•
Module 4A
“The Development of the
Young Brain”: Listening for
Main Idea and Supporting
Details (RI.7.7 and SL.7.2)
short constructed response
Analyzing the Main Idea
and Supporting Details in
“You Trouble” (RI.7.1, RI
7.2, RI.7.5, RI.7.6, and
L.7.6)
note-taking and selected
response
Part I: Tracing and
Evaluating Arguments and
Part II: Research Task:
Comparing and
Contrasting Texts (RI.7.8,
SL.7.3, RI.7.9, W.7.7,
W.7.8, L.7.4c, and L.7.4d)
short constructed response
Making a Claim about the
AAP Recommended Screen
Time (SL.7.1, SL.7.1a,
SL.7.1e, SL.7.3, SL.7.4,
SL.7.5, SL.7.6, and RI.7.9)
speaking and listening
GRADE 7
Curriculum Map
Module 4B
“The Water Crisis Isn’t
Global. It’s Local”:
Listening for Main
Ideas and Supporting
Details (SL.7.2)
selected response and short
constructed response
We Need to Pay More
Attention to Water:
Tracing and Evaluating
Arguments in Text and
Video (RI.7.8 and SL.7.3)
selected response and short
constructed response
Simulated Research Task:
Water Management
Strategies (RI.7.9, W.7.7,
W.7.8, L.7.4c, L.7.4d)
selected response and short
constructed response
Making a Claim about
Water Management (Part
I: SL.7.1, SL.7.1a, SL.7.1e;
Part II: SL.7.3, SL.7.4,
SL.7.5, SL.7.6, and RI.7.9
and RI.7.9a)
discussion, presentation
7

Module 1
Mid-Unit 3 Author’s Craft:
Juxtaposition in A Long
Walk to Water
(RL.7.1, RL.7.2 and RL.7.6)
selected response and
short constructed response
End of Unit 3 Using Strong Evidence
(RI.7.1, RL.7.1, L.7.2 and
W.7.9)
selected response and
short constructed response
© 2013 Expeditionary Learning, New York, NY. All Rights Reserved.
GRADE 7
Curriculum Map
Module 2A Module 2B Module 3 Module 4A Module 4B
Gathering Relevant Gathering Relevant Syntax and Storytellers’ First Draft of Position First Draft of Position
Information and Information and Seminar. Paper (RI.7.1, W.7.1a, b, e, Paper (RI.7.1, W.7.1a, b, e,
Generating Additional Part 1: Writer’s Roundtable W.7.4, and W.7.9) and W.7.4)
Generating Additional
Research Questions (SL.7.1b, c, d) scaffolded essay scaffolded essay
(W.7.7 and W.7.8) Research Questions Part 2: Sentence Structure
on-demand use of a (W.7.7 and touches on Quiz (L.7.1a, b, c, and
source for research W.7.8) L.7.2a)
on-demand research
Writing a Research Writing a Research Second draft of Final Draft of Position Final Draft of Position
Synthesis Synthesis Storyboards for the Paper and Reflection on Paper and Reflection on
(W.7.7 and W.7.8) Children’s Book (W.7.3, the Writing Process (RI.7.1, the Writing Process
(W.7.7 and W.7.8)
extended response W.7.9, and W.7.11) W.7.1c, d, W.7.4, W.7.5, (RI.7.1, W.7.1c, d, W.7.4,
extended responses
scaffolded narrative and L.7.6) W.7.5, and L.7.6)
scaffolded essay scaffolded essay and
written reflection
NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014• 8
 GRADE 7
Curriculum Map
Common Core State Standards Formally Assessed

Common Core ELA Standards Formally Assessed, by Module

• In the curriculum map below, any specific CCSS with a check mark indicates formally assessed.
• Some standards are formally assessed in multiple modules.
• “B” modules will assess all the same standards as “A” modules but may address additional standards.
• Because of the integrated nature of the standards, even standards that are not formally assessed are often embedded in instruction
throughout every module (e.g., RI/RL.1).
• Some standards are not applicable in an on-demand assessment context (e.g., R.10 or W.10). In the curriculum map below,
these standards are noted as “integrated throughout.”
• Some standards (e.g., W.2) have a main or “parent” standard and then subcomponents (e.g., W.2a). Often, students’ mastery of the entirety of this
standard is scaffolded across multiple modules. Therefore, in the curriculum map below, the “parent” standard is checked only if all components of
that standard are formally assessed within that particular module. Otherwise, just the specific components are checked.

© 2013 Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G7: Curriculum Map • September 2014• 9
 GRADE 7
Curriculum Map
Common Core State Standards Formally Assessed

Reading Standards for Literature

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.    

RL.7.2. Determine a theme or central idea of a text and analyze its development
over the course of the text; provide an objective summary of the text. 
RL.7.3. Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).  
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., 
alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)
contributes to its meaning. 
RL.7.6. Analyze how an author develops and contrasts the points of view
of different characters or narrators in a text. 

A. Analyze stories, drama, or poems by authors who represent diverse world cultures. 3

RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, 
sound, color, or camera focus and angles in a film).

RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter history. 

3 This is a standard specific to New York State.

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 GRADE 7
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Common Core State Standards Formally Assessed

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high Integrated throughout.
end of the range.

RL.7.11 (NYS). Recognize, interpret, and make connections in narratives, poetry,

and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, Integrated throughout.
personal events, and situations. 4

A. Self-select text based on personal preferences. 5

 
B. Use established criteria to classify, select, and evaluate texts to make informed
judgments about the quality of the pieces.  

4 Thisis a standard specific to New York State. RL.7.11 is also specifically assessed in Module 1.
5 Inthe middle school modules, RL.11a and b are also addressed through Accountable Independent Reading, which is formally launched during Module 2A/B. See “Common Core Interventions for Adolescent Readers”
(in Resources on commoncoresuccess.elschools.org). On this document, look specifically at the section titled “Independent Reading: The Importance of a Volume of Reading and Sample Plans.”

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Common Core State Standards Formally Assessed

Reading Standards for Informational Text

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
     
RI.7.2. Determine two or more central ideas in a text and analyze their development over the course
of the text; provide an objective summary of the text.
  
RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
 
RI.7.4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific 
word choice on meaning and tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
 
RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects 
the impact of the words).

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.  
RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of
key information by emphasizing different evidence or advancing different interpretations of facts.  
A. Use their experience and their knowledge of language and logic, as well as culture, to think
analytically, address problems creatively, and advocate persuasively. 6  

6 This is a standard specific to New York State.

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 GRADE 7
Curriculum Map
Common Core State Standards Formally Assessed

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range. Integrated throughout.

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Common Core State Standards Formally Assessed

Writing Standards

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
   
A. Introduce claim(s), acknowledge alternate or opposing claims, and organize
the reasons and evidence logically.    
B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.    
C. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.    
D. Establish and maintain a formal style.
   
E. Provide a concluding statement or section that follows from and supports
the argument presented.    
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.   
A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and    
multimedia when useful to aiding comprehension.

B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.    
C. Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.  

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 GRADE 7
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Common Core State Standards Formally Assessed

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
   
E. Establish and maintain a formal style.

F. Provide a concluding statement or section that follows from and supports the
information or explanation presented.   
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences. 
A. Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically.  
B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters. 
C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another. 
D. Use precise words and phrases, relevant descriptive details, and sensory language to capture
the action and convey experiences and events.  
E. Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.7.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are      
defined in standards 1–3 above.) 7

A. Produce text (print or nonprint) that explores a variety of cultures and perspectives.
 

7 This is a standard specific to New York State.

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 GRADE 7
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Common Core State Standards Formally Assessed

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well Integrated throughout.
purpose and audience have been addressed. 8

W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources. 9 Integrated throughout.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.    
W.7.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and     
conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.     

A. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional
portrayal of a time, place, or character and a historical account of the same period as a means   
of understanding how authors of fiction use or alter history”).

B. Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the
argument and specific claims in a text, assessing whether the reasoning is sound and the     
evidence is relevant and sufficient to support the claims”).

W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, Integrated throughout.
purposes, and audiences.

W.7.11. Create a presentation, artwork, or text in response to a literary work with a commentary that
identifies connections. 10 

8 W.7.5 also is specifically assessed in M4.

9 W.7.6 is particularly emphasized in M2A.
10 This is a standard specific to New York State.

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 GRADE 7
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Common Core State Standards Formally Assessed

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

A. Make deliberate, personal, cultural, textual, and thematic connections across genres.

B. Create poetry, stories, plays, and other literary forms (e.g., videos, artwork).


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 GRADE 7
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Common Core State Standards Formally Assessed

Speaking and Listening Standards

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and  
expressing their own clearly.

A. Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and   
reflect on ideas under discussion.

B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed. 
C. Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed. 
D. Acknowledge new information expressed by others and, when warranted,
modify their own views. 
E. Seek to understand other perspectives and cultures and communicate effectively with
audiences or individuals from varied backgrounds. 11  
SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.  
A. Use their experience and their knowledge of language and logic, as well as culture, to think
analytically, address problems creatively, and advocate persuasively. 12  
SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.  

11 This is a standard specific to New York State.

12 This is a standard specific to New York State.

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 GRADE 7
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Common Core State Standards Formally Assessed

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,  
and clear pronunciation.

SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.  
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.  

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 GRADE 7
Curriculum Map
Common Core State Standards Formally Assessed

Language Standards

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

L.7.1. Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.    
A. Explain the function of phrases and clauses in general and their function
in specific sentences.   
B. Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.   
C. Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.   
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.    
A. Use a comma to separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,] green shirt).   
B. Spell correctly.
  
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
A. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.   
L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies. 
A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.  

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 GRADE 7
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Common Core State Standards Formally Assessed

Module 1 Module 2A Module 2B Module 3 Module 4A Module 4B

B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., belligerent, bellicose, rebel).  
C. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or   
clarify its precise meaning or its part of speech.

D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary).   
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. 
A. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

B. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better
understand each of the words. 
C. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., refined, respectful, polite, diplomatic, condescending). 
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to Integrated throughout.
comprehension or expression. 13

13 L.7.6 also is specifically addressed in M4.

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